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Forward-looking assessments that support students learning: A comparative analysis of two approaches
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0002-7420-0801
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
2019 (engelsk)Inngår i: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 60, s. 109-116Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this theoretical paper we describe and compare two forward-looking approaches to assessment, Formative assessment (FA) and Response to intervention (RTI). The purpose is to provide researchers and practitioners with insights that enable more informed decisions regarding forward-looking assessments that support students learning. In the descriptions of FA and RTI a number of key aspects were identified. For FA; classroom context, students involvement, feedback to students, qualitative focus and for RTI; systematic organisation, data based decision making, evidence based instruction and standardized tests. In a subsequent analysis we use a Venn-diagram to highlight the unique key aspects of FA and RTI and common key aspects termed; forward-looking assessment, goals and criteria, and assessment competence. Finally, we argue for a pragmatic view on assessments, that a wide scope of adjustments needs to be considered and that teachers need a comprehensive knowledge about assessment practices and to carefully follow students progress.

sted, utgiver, år, opplag, sider
ELSEVIER SCIENCE BV , 2019. Vol. 60, s. 109-116
Emneord [en]
Formative assessment; Response to intervention; Forward-looking assessment; Feedback
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-155927DOI: 10.1016/j.stueduc.2018.12.003ISI: 000460824100010OAI: oai:DiVA.org:liu-155927DiVA, id: diva2:1301307
Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2019-04-01

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